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Measure Intangibles – When You Don’t Have a Clue About Terminal Performance Objectives (L2 and L3)

I am getting real tired of some of the nonsense in a certain LinkedIn group’s round-and-round-and-round discussion about ROI for Learning. Some are suggesting ROE – which is where you have to go when you don’t have tangibles that you can measure – and all you can talk about are intangibles.

Lame. Like the title to this Post.

Some are focused on topics. Some are focused on generic Competencies. Some are focused on behaviors – which is something Tom Gilbert and Joe Harless and many others taught me and many others so many decades ago WAS WRONG. We don’t want behavior change – we want Performance change. Worthy performance change.

Performance. Performance Competence.

Yeah. That’s the ticket.

Which is why in my approach to analysis – a phrase not oft heard these days – I focus on Performance and then Enable that. I do so by facilitating a group of Master Performers to establish a Performance Model to anchor an analysis of the enabling Knowledge/Skills – and refine all of that during Design into a series of patterns of: Information – Demonstration – Applications – and then work with Master Performers and other Subject Matter Experts to define it to a grater detail in Development of Content – of many/any blends that are appropriate for the Target Audience.

Then that get’s “bench tested – call it alpha and beta” – before Pilot-Testing the whole thing before loading it into the LMS or LCMS or the metal file cabinets (client depending).

Areas of Performance create a work-breakdown like structure.

A Performance Model captures the performance Outputs and their Measures and the Task-set per Output – along with Roles/Responsibilities to clarify who does what if there is more than just the one performer.

Enabling K/S Matrices capture all of the enabling K/Ss using 17 categories of K/S to help tease it all out, systematically.

Instructional Activity Specs are the final resting place for the analysis data – before it’s all turned over to the Developers to use with any dang tool-set that they’ve got.

My version of ADDIE…MCD – Modular Curriculum Design.

The first three phases can “sometimes” be completed on the client’s white board in the first meeting – scope and complexity depending. I’ve done it before. Or attempted. But when it didn’t work – it did work to help the client see where it would go and what data would be needed.

It was sometimes necessary to talk about their topics and turn them into tasks. Such as “how do see the APPO – which is PACT speak for Applications Exercises – which is where my head immediately goes when I hear topics versus tasks in those initial conversations. APPO – as in INFO – DEMO and APPO.

Here is what the late Geary A. Rummler wrote about these methods back in 1999…

“If you want to ground your fantasy of a ‘corporate university’ with the reality of a sound ‘engineering’ approach to instructional systems that will provide results, you should learn about the PACT Processes.

If you are a leader of, or a serious participant in, the design and implementation of a large-scale corporate curriculum, then this book is for you. This system could be the difference between achieving bottom-line results with your training or being just another ‘little red school house.’”

Geary A. Rummler, Ph.D. Performance Design Lab (1999)

Here is what Miki Lane wrote about my book (lean-ISD) back in 1999...

lean-ISD takes all of the theory, books, courses and pseudo job-aids that are currently on the market about Instructional Systems Design and blows them out of the water.

Previous “systems” approach books showed a lot of big boxes and diagrams which were to supposedly help the reader become proficient in the design process. Here is a book that actually includes all of the information that fell through the cracks of other ISD training materials and shows you the way to actually get from one step to another. Guy adds all of the caveats and tips he has learned in over twenty years of ISD practice and sprinkles them as job aids and stories throughout the book.

However, the most critical part of the book for me was that Guy included the project and people management elements of ISD in the book. Too often ISD models and materials forget that we are working with real people in getting the work done.

This book helps explain and illustrate best practices in ensuring success in ISD projects.

Miki Lane Senior Partner MVM The Communications Group

Lean-ISD is now 4 books…

Got a project that needs a measurable performance impact result – and not just behavior changes or other intangibles?

It’s Not All About Learning

It's All About Performance Competence - at the Individual level, the Team level, the Process level, the Organization level, the Value Chain level and at the Societal level ... or Worker, Work, Workplace and World.

Contact me if you'd like some help in planning and/or conducting an effort to determine and address the high priority instructional needs for a critical target audience. Instruction includes 1) Standalone Job Aids, 2) Job Aids Embedded in Training, 3) Training for Memorization and Honing Skills. Via Self-Paced, or Coached, or Group-Paced Modes of various Media.

Guy has served 80+ clients including over 45 F500 firms since November 1982.

Recipient of the ISPI - the International Society for Performance Improvement - Honorary Life Member Award - 2010 - for contributions to the Society and to the Technology for Performance Improvement (PI).

Founding member of ASQ’s Influential Voices Initiative - 2010. Served through 2015.

Guy W. Wallace collaborates with his Clients using predictable, visible, proven processes on time and on budget.

Client work won awards for AT&T, General Motors, HP and Siemens Building Technologies.

Guy's 40 years in the performance improvement/ training/ learning business have been focused in 2 key areas:

1- analysis of the organization and its business processes to derive the "Learning Requirements" from the "Performance Requirements" and...

2- design/architecting the configuration of instructional and informational content.

Guy conducts Performance Improvement projects, Curriculum Architecture Design projects, Instructional Design/Development projects, and he both formally and informally develops and coaches client staff in his ISD and Performance Improvement methods, processes, and in the use of his tools and techniques.

I Want Performance Thinking Before Design Thinking and for Design Thinking to Include a Focus on Transfer – So Here Are Some Random Graphics ;)

Flip It – Provide Most 10 Before Most 20 Before Most 70

I Prefer the Facilitated Group Process for Speed and Accuracy

Paths-Menus-Guides-Maps for Training and Learning and Knowledge Management

You Go Down The Learning Path to Go Up The Learning Curve – to go Up the Performance Competence Curve

Guy has been doing performance-based Training Paths and Planning Guides for clients since 1982. First published on Curriculum Architecture in Training Magazine in September 1984 and on the Analysis methods in NSPI's (now ISPI) PIJ in November 1984.

CAD Architects and MCD/IAD Builds/Buys the Content for a more seamless approach to OnBoarding and OnGoing T&D/L&D.